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Item Prosocial behaviour in adolescents : classroom and sport specific environments : a thesis presented in partial fulfilment of the requirements for the degree of Master of Science in Psychology at Massey University, Albany, New Zealand(Massey University, 2013) Baudinet, OliviaResearch has found that participation in sports is positively associated with physical health, academic achievement, and social wellbeing. New Zealand lacks studies in this area, particularly in an intermediate school-aged population. For this reason, the purpose of the current study was to examine prosocial behaviour between two major educational contexts to determine if the change in environment had an effect on the self-reported social behaviour perceived of students. A group of 175 males and females aged 10 -12 years participated in the research. The sample attended a public intermediate school on Auckland’s North Shore. Data collection was undertaken on the school premises, through administration of anonymous self-report questionnaires engaging perceived social behaviours including self-efficacy, altruism, empathy, aggression, and prosocial behaviour. The results were interpreted in the context of Bandura’s (1991a) social cognitive theory of moral behaviour. Confirmatory factor analysis was employed to initially assess the fit of the data. Psychometric evaluations found that measures exhibited adequate internal consistency, and adequate fit of the data to the models. Following preliminary analyses, the two contexts in which prosocial behaviour was measured were retained as the focus in multiple regression analyses, utilising given predictor variables. Regression analysis tested found Altruism and Social-Efficacy to be important predictors of prosocial behaviour, whereas Cooperation, Social-Efficacy, and Helping found to contribute to aggression. Hypothesis testing suggested that physical context did not account for significant differences in prosocial behaviour. However, aggression was affected by a change in physical context. Gender was seen to produce effects, with significant differences noted between the classroom and physical education settings when comparing male, though no differences were found when comparing females between contexts. Limitations and implications for future research are discussed.Item A play ground : supporting interactions of children with autism through music therapy groups in a special education classroom : an exegesis presented in partial fulfillment of the requirements for the degree of Masters of Music Therapy, New Zealand School of Music, Wellington, Aotearoa, New Zealand(Massey University, 2013) Sanders O'Connor, Kathleen TChildren with autism face significant obstacles to social interaction and learning. This qualitative, exploratory study of student music therapy practice in a special education Unit, focused on supporting interactions of children with autism through music therapy groups integrated into the school programme. Clinical work took place over ten months, and the research employed secondary analysis of three data sources: clinical records, notes from supervision and staff meetings, and a reflective research journal. Two complementary forms of music therapy groups, on the same day and with the same children, were developed: an established morning structured music therapy group, and at the end of the day, a free form music therapy group more like a typical playground. Findings suggest that the work of adults to engage the children, music play which attended to sensory sensitivities, promoting calm, giving new experiences and giving structured interaction opportunities contributed to an increase in the children’s interactive behaviors in music therapy groups. When adults provided a free play community experience, the children showed an increase in initiating interactions and more expressive communications. Eliciting emotional responsivity and giving patterned interactive experiences, through both improvisation and familiar music, seemed to build bridges with the children’s communications and support motivation to interact.Item Teacher perceptions of socially withdrawn children : a thesis presented in partial fulfillment of the requirements for the degree of Master of Education (Educational Psychology) at Massey University, Albany, New Zealand(Massey University, 2012) Seccombe, PamelaThis thesis addresses how understanding teacher’s beliefs and perceptions about socially withdrawn behaviours offers insight into how teacher-‐child relationships may support or harm the child. This study examined teacher perceptions of characteristics such as ‘intelligent’, resilient’ and ‘assertive’, at primary school level by using teacher ratings in response to vignettes describing shy and unsociable children of both genders. Teacher beliefs about the negative costs of socially withdrawn behaviour, and attributions of socially withdrawn behaviour were also explored through teacher ratings, and teacher reported pedagogical practice was investigated through open-‐ended questions. Ninety seven teachers responded to an online survey. They rated withdrawn children most highly on the characteristics of intelligent, self-‐controlled and capable, and least highly on the characteristics of assertive, self-‐confident and cooperative. This study found that teachers do differentiate between shy and unsociable children, with unsociable children generally viewed more favourably than shy children. Teachers did not distinguish between withdrawn children on the basis of gender, however, interaction effects were also found across a range of characteristics, with a general pattern of less concern for ‘female shy’ and ‘male unsociable’ types. Teachers perceived more negative cost (both academic and social) for the shy type of child. The teachers who answered this survey demonstrated knowledge about ways if assisting socially withdrawn children, although suggestions differed vastly. Recommendations were made that teachers be encouraged to be more aware of the consequences of social withdrawal and of their own responses to socially withdrawn children.Item A socio-cultural interpretation of young children's playful and humorous communication : a thesis presented in the fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand(Massey University, 2005) Alcock, Sophie JaneThis qualitative and interpretive study explores how young children experience humour and playfulness in their communication. Data were gathered in three early childhood education centres. The ethnographic method used was primarily participant observation, with the aid of a video camera and tape-recorder. Socio-cultural historical activity theory informs both the methodological paradigm of the research and the framework for data analysis. The research focuses on systems of interactions rather than individuals. The diversity and complexity in children's playful and humorous communication is illuminated by presenting 24 narrative-like "events" involving such communication. This presentation makes clear the dynamic qualities and artifact-mediated dialectical nature of playful and humorous communication activity. "Artifacts" include material and non-material tools, symbols, and semiotic signs (Wartofsky, 1979). Relationships between the roles, rules, and the community of children and teachers engaged in each event are discussed. Tensions and contradictions in these relationships (including children's playful subversion of adult rules) are explored. This thesis argues that humour, playfulness, and imagination are shared and distributed across groups of children. Thus children's imaginations, including their individual experiences, are dynamically shared with and connect the group. Playful and humorous communication involves words, sounds, gestures, posture, rhythm, and movement. At times the synchronous movements and speech of children having fun together are like a spontaneously improvised dance. Boundaries between children are blurred by the activity. The children become united by shared and distributed imagination in playful and humorous diversity. This study suggests that individual children in early childhood centres should be viewed as fundamentally connected to each other. Individuals exist in relation to others. Children's relationships with others, their environment, and artifacts are central to understanding children's experience of playful and humorous communication.